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SYLLABUS
Cambridge IGCSE
First Language English
0500
0522*
For examination in June and November 2015
*This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International
Level 1/Level 2 Certificate (QN: 500/5782/0).
Cambridge Secondary 2
For information about the availability of syllabuses 0500 and 0522, please see page 8.
Syllabus content for the Core and Extended tiers has been updated. Speaking and listening
assessments are now named SL.
Candidates are given approximate word counts for their answers rather than page lengths.
Papers 1 and 2 have been revised to align the Core and Extended tiers.
Paper 1 includes a second reading passage, Passage B. The combined word count for Passages A
and B ranges from 800 to 950 words.
For Papers 1 and 2, Passages A and B may be on a similar topic but are not necessarily linked by a
common theme. The word counts for Passage A and Passage B have been specified.
For Paper 1, Question 2 and Paper 2, Question 1 (Extended responses), candidates respond using a
specified text type from a range given in the syllabus.
For Paper 2, Question 2 (Language), candidates comment on a specified number of choices of words
and phrases.
For Papers 1 and 2, candidates answer three questions on two passages. A new Question 3
(Summary) has been added for Paper 1. Question 3 for both Papers 1 and 2 is structured in two
parts notes (content points) and summary writing. For Paper 1, this question is awarded a total of
15 marks, with 10 marks for reading and 5 marks for writing. For Paper 2, this question is awarded a
total of 20 marks, with 15 marks for reading and 5 marks for writing.
For Papers 1 and 2, Questions 1 and 2 are in response to Passage A and Question 3 is in response to
Passage B.
For Paper 3, Section 1 (Directed Writing), the word count for the passage(s) ranges from 650 to 750
words and candidates respond in the form of a discursive/argumentative letter or article.
For Paper 3, Section 2 (Composition), candidates answer one question from a choice of two
descriptive and two narrative titles. The two discursive/argumentative tasks have been removed.
Instructions for marking and moderating Components 4, 5 and 6 have been clarified. In particular,
the instructions for Component 5 (Speaking and Listening Test) and Component 6 (Speaking and
Listening Coursework) clarify that all candidates are to be recorded for the Speaking and Listening
Test and for the individual and pair-based activities in the Speaking and Listening Coursework.
Cambridge International Examinations retains the copyright on all its publications. Registered Centres are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party even for internal use within a
Centre.
IGCSE is the registered trademark of Cambridge International Examinations
Cambridge International Examinations 2013
Contents
1. Introduction .................................................................................................................... 2
1.1
1.2
1.3
1.4
1.5
2. Teacher support.............................................................................................................. 5
2.1 Support materials
2.2 Resource lists
2.3 Training
Syllabus aims
Assessment objectives
Relationship between assessment objectives and components
Grade descriptions
Introduction
1.
Introduction
Excellence in education
Our mission is to deliver world-class international education through the provision of high-quality curricula,
assessment and services.
More than 9000 schools are part of our Cambridge learning community. We support teachers in over 160
countries who offer their learners an international education based on our curricula and leading to our
qualifications. Every year, thousands of learners use Cambridge qualifications to gain places at universities
around the world.
Our syllabuses are reviewed and updated regularly so that they reflect the latest thinking of international
experts and practitioners and take account of the different national contexts in which they are taught.
Cambridge programmes and qualifications are designed to support learners in becoming:
confident in working with information and ideas their own and those of others
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Introduction
develop the ability to communicate clearly, accurately and effectively when speaking and writing
learn how to use a wide range of vocabulary, and the correct grammar, spelling and punctuation
Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness
of the ways in which English can be used. Cambridge IGCSE First Language English also develops more
general analysis and communication skills such as synthesis, inference, and the ability to order facts and
present opinions effectively.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Introduction
Prior learning
We recommend that learners who are beginning this course should have a level in English equivalent to
First Language competence.
Progression
Cambridge IGCSEs are general qualifications that enable learners to progress directly to employment or to
proceed to further qualifications.
Candidates who are awarded grades A* to C in Cambridge IGCSE First Language English are well prepared
to follow courses leading to Cambridge International AS and A Level English Language, or the equivalent.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Teacher support
2.
Teacher support
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cie.org.uk/events for further information.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Assessment at a glance
3.
Assessment at a glance
or
and
Paper 3 Directed Writing and Composition
(Core and Extended)
2 hours
50 marks
or
Centres may also choose to enter candidates for the Speaking and Listening Test or for the Speaking
and Listening Coursework. Marks for these optional components do not contribute to the overall grade
candidates receive for the written components. Instead, where candidates perform to an appropriate
standard, certificates record achievement of grades 1 (high) to 5 (low).
Component 5 Speaking and Listening Test
(Core and Extended)
Approx. 1012 minutes
30 marks
There is no question paper. Candidates conduct
an individual task and take part in a discussion.
All candidates are recorded during the
administration period.
This component is assessed by the teacher and
moderated by Cambridge.
or
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Assessment at a glance
or
and
Paper 3 Directed Writing and Composition
(Core and Extended)
2 hours
50 marks
or
or
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Assessment at a glance
Availability
This syllabus is examined in the June examination series and in the November examination series.
Detailed timetables are available from www.cie.org.uk/examsofficers
For First Language English there are two syllabuses, 0500 (IGCSE) and 0522 (Cambridge International Level
1/Level 2 Certificate).
Syllabus 0500 (Cambridge IGCSE) has optional Speaking and Listening components which do not contribute
to the overall grade candidates receive. Instead the certificate records performance in Speaking and
Listening as an endorsement (Grade 15) on the certificate.
Syllabus 0522 includes compulsory Speaking and Listening which contribute to the overall grade candidates
receive.
0522 appears on the Register of Regulated Qualifications in England, Wales and Northern Ireland as
a Cambridge International Level 1/Level 2 Certificate. This is the official title for all Cambridge IGCSEs
approved by Ofqual.
0522 is also available in administrative Zone 3. Schools outside Zone 3 should contact Cambridge if they
wish to enter candidates for syllabus 0522 instead of syllabus 0500.If you are uncertain about whether you
are in this zone, please refer to Timetabling exams at www.cie.org.uk/ profiles/exams officers/guide/
preparation/timetabling_exams/adminzones/index_html
Specific components on 0500 and 0522 are available to private candidates. Private candidates can opt
for either Paper 1 or Paper 2 and must opt for Paper 3. For 0522, private candidates must also opt for
Component 05.
Only the 0522 syllabus counts towards school performance tables in England.
To access the latest information regarding performance tables Centres should consult the Department for
Education website www.education.gov.uk
Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificate and Cambridge
O Level syllabuses are at the same level.
No candidate may enter for more than one English Language subject.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
4.
enable candidates to understand and respond to what they hear, read and experience
complement candidates ability to work with information and ideas in other areas of study, for example,
by developing skills of analysis, synthesis and the drawing of inferences
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
AO1
Reading
(marks)
AO2
Writing
(marks)
AO3
Speaking
and Listening
(marks)
Whole
assessment
%
40
10
50%
10
40
50%
30
Separately
endorsed
AO1
Reading
(marks)
AO2
Writing
(marks)
AO3
Speaking
and Listening
(marks)
Whole
assessment
%
40
10
40%
10
40
40%
30
20%
10
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
understand and communicate complex information, and select what is relevant for specific purposes
describe and analyse experience, expressing effectively what is felt and what is imagined
recognise implicit meanings and attitudes of a writer, and the means by which they have been conveyed
show a strong sense of audience and an understanding of appropriate uses of language for different
purposes
write in well constructed paragraphs, using a full range of appropriate sentence types, and a wide and
mature vocabulary
demonstrate a high degree of accuracy in use of grammatical structures, spelling and punctuation.
And additionally, for candidates taking the Speaking and Listening components:
select and use appropriate spoken styles and registers, varying language and expression confidently for
different contexts and to engage audience interest, sustaining discussion through frequent contributions
listen in a focused and sensitive way, responding effectively to the speech of others.
understand and communicate information, sometimes at a complex level and select what is relevant for
specific purposes
present material in a structured and coherent way, with some development and use of detail
describe and reflect upon experience, expressing appropriately what is felt and what is imagined
recognise the more obvious implicit meanings and attitudes of a writer, and the general effects
conveyed
show a sense of audience and an awareness of appropriate uses of language for different purposes
And additionally, for candidates taking the Speaking and Listening components:
use an appropriate style when speaking, and communicate clearly, partly engaging the interest of the
listener; make relevant contributions to discussion
listen to others, and respond with their own views and ideas.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
11
understand and communicate information at a straightforward level, and select what is relevant for
specific purposes
describe experience in concrete terms, expressing intelligibly what is felt and what is imagined
recognise clear meanings and explicit attitudes of a writer, and comment on them at a literal level
And additionally, for candidates taking the Speaking and Listening components:
12
explain ideas, describe events and convey opinions clearly when speaking; sometimes contribute to
discussion
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Syllabus content
5.
Syllabus content
Candidates may follow either the Core Curriculum only or the Extended Curriculum, which includes both the
Core and Extended content. Candidates aiming for grades A* to B must follow the Extended Curriculum.
The skills covered in the syllabus are outlined below.
Assessment objective 1: Reading
Core
Extended
Extended
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
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Syllabus content
Extended
14
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Description of components
6.
Description of components
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
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Description of components
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Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Description of components
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
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Description of components
18
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Description of components
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
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Description of components
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Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Description of components
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
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Description of components
The discussion tests the following speaking and listening assessment objectives (20 marks):
SL1 articulate experience and express what is thought, felt and imagined
SL2 present facts, ideas and opinions in a sustained, cohesive order
SL3 communicate clearly, fluently and purposefully as an individual and in dialogue with other speakers
SL4 use register appropriate to audience and context
SL5 listen to and respond appropriately to the contributions of others.
Dictionaries may not be used in the test.
A teacher/examiner conducts and internally assesses the test(s) using the assessment criteria in Section
7.2.4. This teacher/examiner will usually be someone from the Centres English department. They send the
final marks, a recorded sample of the candidates performance and completed forms for external moderation
by Cambridge before the advertised final date. Centres will receive a brief report on the outcome of the
external moderation.
22
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Description of components
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
23
7.
The three assignments (together with the first draft of one of them) must be securely fastened (e.g.
by stapling or treasury tags) and each must be marked clearly with the candidates name, Centre
number and candidate number.
Work for external moderation must not be sent to Cambridge in plastic folders or bulky and heavy
ring binders.
A completed Individual Candidate Record Card must be included with each portfolio.
Assignments should arise from the programme of study undertaken by the teaching group.
The best assignments are usually those that come from a shared learning experience but are finally
chosen by individual candidates; negotiation of assignments with the teacher is recommended
(bearing in mind that these should be sufficiently challenging to stretch candidates to their
full potential). For example, a class might study types of short story and their structures and
conventions before individual candidates choose their own titles and write their own short stories for
Assignment 2.
Questions from past examination papers should not normally be used for coursework. Candidates
are not expected to work under timed conditions.
Assignments 13 may be completed in any sequence during the course. It is generally better that
candidates do more than three assignments during the course from which a suitable choice can
eventually be made for the final portfolio.
The assignments must clearly demonstrate different writing intentions and styles to the reader. For
example:
Assignment 1
Assignment 1
informative,
analytical and/or
argumentative
24
Two examples:
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Assignment 2
Candidates may submit poetry for Assignment 2, but this must be accompanied by some form of
commentary by the candidate, e.g. about how the poem(s) came to be written. The commentary will be
included in the word count.
Assignment 2
descriptive and/or
narrative
Two examples:
a detailed description of the people who frequent a local shop, and the
atmosphere of the shop (i.e. writing to describe)
Assignment 3
Assignment 3 is a piece of directed writing in response to a text or texts chosen by the teacher (or by the
candidate, with the teachers approval). This assignment is assessed for both writing and reading skills.
Centres are advised to set text(s) of about two sides of A4 in length altogether. Text(s) may consist of
controversial facts, opinions and/or arguments which can be analysed and evaluated by the candidate
and can be transformed and integrated into their own views. Note that if a literature text(s) is used,
candidates should respond to the facts, opinions and arguments contained in the text(s) rather than to
the writers choice of language and literary devices.
Text(s) may be of local, national or global interest or all three and should be suitable for the ability
range of the candidates. They may be drawn from a variety of sources, e.g. newspapers, magazine
articles, travel writing, text-based websites, propaganda and media. Note that text(s) that are mainly
informative or that provide content which has no development/discussion should not be set.
The candidate should explain the views presented in the text(s), develop any ideas of interest and argue
with or against them, examining them for inconsistencies and substituting complementary or opposing
views.
The assignment may be written in any appropriate form (e.g. an article, a letter, or the words of a
speech), but teachers must make sure that Assignment 3 does not have the same form and style as
Assignment 1 in the final portfolio.
A copy of all texts used for the third assignment must be included with the sample of portfolios sent to
the external moderator.
Assignment 3
response to
texts
Two examples:
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
25
Drafting assignments
In coursework, as in preparation for other forms of examination, it is natural for the teacher and
learner to discuss the work and how it is progressing. Teachers will be more confident that the work
is authentic if first drafts (e.g. plans following discussion) are completed in class, and seen and noted
by them.
Teachers must not mark, correct or edit draft material prior to submission of the assignment proper,
as this is classed as improper practice. Learners should draft and redraft their work (see point 5
below), and teachers should give general advice.
Each candidates portfolio must include a first draft of one of the three assignments.
A first draft is defined as the first attempt at a continuous piece of writing. It may be word-processed
or handwritten. It does not have to be neat, and may include crossings out and any indications that
sections are to be moved from one part of the writing to another. A first draft may also include
general comments by the teacher.
Candidates are encouraged to revise, edit and correct their work and may discuss the process with
their teachers. However, teachers are reminded that their advice must not constitute correction and
that candidates must be responsible for specific corrections of spelling, punctuation and grammar.
The first draft of one of the assignments will not contribute to the final internally assessed mark, or
to the externally moderated mark for the portfolio. This draft is for the external moderators use only.
It will be used by the external moderator to:
provide some evidence of any changes and improvements made by the candidate while working
towards the final assignment
Information gained from draft coursework pieces may also be used in the principal moderators
report to Centres to help develop teachers understanding of the processes involved in coursework.
Length of assignments
The component description suggests between 500 and 800 words for each assignment. This is a
sufficient length to attract the highest marks. Work that is significantly under- or over-length is likely
to be self-penalising.
Each assignment may be either handwritten or word-processed. Electronic dictionaries and/or spell
checkers may be used.
Candidates should be reminded of the importance of careful proofreading of all their work. Typing
errors, or the use of a wrong choice from a computer spell check or thesaurus, must be counted as
errors, and shown as such.
8 Checking portfolios to ensure that the syllabus requirements have been met
26
Teachers should check the contents of portfolios before finalising them: where candidates have
been given many assignments and have made the final choice themselves, it is easy for two similar
arguments or two similar stories to be included inappropriately.
If a portfolio does not meet the syllabus requirements, please follow the information in Section 7.1.2
about awarding marks for incomplete coursework.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
It is the Centres responsibility to guarantee that all coursework submitted by candidates is their
original work. Any work found to have been plagiarised must be removed before the coursework
portfolio is marked. The portfolio should then be marked in the normal way and a mark awarded
for the overall quality. Please follow the information in Section 7.1.2 about awarding marks for
incomplete coursework.
Texts which provide material for informative or argumentative work, and which have been scanned/
downloaded from publications, CD-ROMs and the internet, should be shown to the teacher;
the teacher must remind candidates not to copy sections or whole sentences as their own. If
appropriate, references to source material should be provided by the candidate at the end of an
assignment.
Forms required for submission to Cambridge can be found in the Appendix, and should be photocopied
by Centres, as required.
Teachers provide a comment on the quality of the portfolio overall at the bottom of each candidates
Individual Candidate Record Card; they must also mark each assignment by indicating strengths and
weaknesses and by providing a comment at the end. These comments should be directly related to the
assessment criteria in Section 7.1.3. Each item must bear evidence of the marking.
Individual assignments may be awarded marks/grades in whatever way is most appropriate for teachers
and candidates. However, the total mark for the portfolio must be based on how the assessment
criteria have been met. This total mark must reflect how achievement has varied across the different
assignments, and how performance has varied across the assessment criteria for each assignment.
Assessment, therefore, usually involves balancing strengths and weaknesses in the candidates work
overall. For this reason, the total mark is not necessarily a mathematical calculation based on marks/
grades awarded to individual assignments during the course.
The teacher must mark each candidates portfolio out of a total of 50, in line with the assessment criteria
in Section 7.1.3.
The total mark for the portfolio is divided into 40 marks for writing and 10 marks for reading. For writing,
a single mark out of 40 is given for the quality of the candidates overall performance in the three
assignments. For reading, the mark out of 10 is given according to how well the candidate demonstrates
understanding of the text(s) in the response to the task set for Assignment 3 only.
Incomplete coursework
If one piece is not included in the portfolio, one third of the total mark for writing should be deducted.
If the piece missing is Assignment 3, in addition to the reduction of a third of the mark for writing, no
marks can be awarded for reading.
Internal moderation
Internal moderation should take place for Centres with more than one teacher/moderator. It is essential
that the marks for each strand of the assessment criteria of candidates from different teaching
groups within each Centre are moderated internally for the whole Centre. This means that the
marks awarded to all candidates within a Centre must be brought to a common standard by the teacher
responsible for co-ordinating the internal assessment (i.e. the internal moderator). A single valid and
reliable set of marks should be produced, which reflects the relative attainment of all the candidates
in the coursework component at the Centre. If the marking of any teacher is found to be lenient or
severe, it should be adjusted to bring it into line with the rest of the Centres marking. If the internal
moderator cannot agree the rank order of the candidates in any teaching set, the work of that set must
be remarked.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
27
Within any band, marks should be awarded on a best-fit basis. Thus, compensation between higher
and lower achievement for different aspects is acceptable.
Above all else, be consistent in your marking. If you are unsure of the mark to award, err on the side of
generosity. Cambridges external moderation process allows for adjustments to be made to consistently
harsh or generous marking.
W1: Candidates describe and reflect effectively upon experience, give detail and analyse
thoughtfully what is felt and imagined. Arguments are cogent and developed in mature,
persuasive thought.
W2: Facts, ideas and opinions are ordered logically, each stage in the argument or narrative
carefully linked to the next. Paragraphing is a strength, and candidates are confident in
experimenting where appropriate in the structure of expressive writing.
W3: Candidates write with assurance, using a wide range of effective vocabulary.
W4: Candidates vary their style with assurance to suit audience and context in all three
assignments. They use well-constructed sentences.
W5: Candidates write accurately. They use punctuation and grammatical structures to define
shades of meaning. They spell simple, complex and technical words with precision.
Band 2 (3135): Frequent merit and interest in the choice of content and the manner of writing
28
W1: Candidates describe and reflect upon experience, and analyse with occasional success what
is felt and imagined. Some argument is well developed and interesting, although the explanation
may not always be consistent.
W2: Facts, ideas and opinions are often well ordered so that the construction of the writing is
clear to the reader. Sentences within paragraphs are mostly well sequenced, although some
paragraphs may finish less effectively than they begin.
W3: Candidates write with some confidence, demonstrating an emergent range of varied
vocabulary.
W4: Candidates give evidence of understanding the need to write appropriately to audience and
context even if there is not complete consistency in the three assignments. There is some fluency
in the construction of sentences.
W5: Candidates show some signs of understanding how punctuation and grammatical structures
can be used to aid communication. Errors of spelling, punctuation and grammar are minor, and
rare at the top of this band.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
W1: Candidates express clearly what is felt and imagined and supply some detail, explanation and
exemplification for the benefit of the reader. Arguments are expressed in a competent series of
relevant points and a clear attempt is made to develop some of them.
W2: A clear attempt is made to present facts, ideas and opinions in an orderly way, although there
may be some insecurity in the overall structure.
W4: Candidates make a clear attempt in at least one assignment to write with a sense of
audience and there may also be some evidence of adapting style to context. Sentences mostly
link ideas successfully.
W5: Candidates use punctuation and grammar competently although the range is not strong.
There may be a number of minor errors especially at the bottom of this band and even occasional
errors of sentence separation.
Band 4 (2125): Satisfactory content with brief development and acceptable expression
W1: Candidates express with some clarity what is felt and imagined. Arguments are relevant to
the topic and are developed partially with some brief effectiveness.
W2: There is evidence of overall structure, but the writing may be presented more carefully
in some sections than in others. There may be examples of repetition and the sequence of
sentences within paragraphs may be insecure in places.
W3: Candidates write with occasional competence, using a mixture of effective and
straightforward vocabulary.
W4: Candidates show occasional evidence of writing with some understanding of audience and
context, but this is not sustained. Candidates use some complex and some simple sentences.
W5: Candidates use a limited range of punctuation and grammatical structure with some care,
although occasionally grammatical error will cause the reader some difficulty. There may be quite
numerous errors, particularly of sentence separation and the misuse of commas.
W1: Candidates express intelligibly what is felt and imagined. Arguments are expressed with
variable relevance, logic and development.
W2: Facts, ideas and opinions are presented in paragraphs which may be inconsistent. The overall
structure is unsound in places.
W4: Candidates make slight variations of style according to audience and context, although this
does not seem deliberate. Simple sentences are correctly used and there may be an attempt to
write complex sentences which have a slight lack of clarity.
W5: Candidates show knowledge of simple punctuation and grammar, but the amount of error,
especially of tense and the use of prepositions, is sometimes considerable. Sentence separation
is often poor, but error does not prevent the reader from understanding what is written.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
29
W1: Candidates make a simple attempt to express what is felt and imagined. Arguments are
expressed very simply and briefly.
W2: Facts, ideas and opinions may appear in partially formed paragraphs of inappropriate length
and some attempt is made to provide a beginning and an end.
W4: Candidates may show occasional, brief acknowledgement of the possibility of writing for
different audiences and contexts, but overall there is little variation of style. Attempts to write
complex sentences may involve repetition of conjunctions and some blurring.
W5: Candidates occasionally use appropriate punctuation and can spell simple words, but the
reader is not convinced that their understanding, especially of grammar, is adequate.
W1: Candidates occasionally express what is felt, thought and imagined, but they are hampered
by their command of language.
W2: There may be some signs of an overall structure although inadequate presentation of facts,
ideas and opinions creates blurring.
W4: Candidates may write appropriately on the whole but their command of language is not
strong enough to acknowledge audience or context. There are unlikely to be more than a few
accurate sentences.
W5: Weaknesses in spelling, punctuation and grammar are persistent, but the reader is able to
follow at least part of the writing.
W1: Very simple meanings are attempted, but most of the work is too inaccurate and blurred to
make sense.
W3: Very simple meanings are attempted, but the candidates knowledge of vocabulary is too
slight to make adequate sense.
W5: The amount and breadth of error prevents sufficient communication of meaning.
30
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Candidates analyse and evaluate several ideas and details from the text(s), and
develop lines of thought. Their own ideas are closely related to the original text(s)
and show a good understanding of the main arguments.
Band 2
78 marks
Candidates respond in detail to ideas from the text(s), explaining them and
expressing views on them with varying degrees of effectiveness. There is some
reference to details in the original. Their own ideas are based on those of the
original text(s).
Band 3
56 marks
Candidates show some response to the ideas in the text(s), summarising them and
giving simple views on them. Their own thinking is relevant, if not always tightly
focused on the original text(s).
Band 4
34 marks
Candidates give a response to the original text(s). Their ideas are relevant to the
topic but make only occasional references to individual ideas or details in the
original text(s).
Band 5
12 marks
Candidates write about the topic but there is little evidence that they have read or
understood the text(s).
Band 6
0 marks
A copy of the relevant Individual Candidate Record Card can be found in the Appendix, and should be
photocopied by Centres, as required.
Mark the coursework assignment for each candidate according to the assessment criteria provided in
Section 7.1.3.
(a) Enter a mark for writing (out of 40) and a mark for reading (out of 10 Assignment 3 only) in the
appropriate spaces on the record card.
(b) Complete other sections of the form.
Add the marks for writing and reading and enter the total mark (out of 50) in the appropriate box on the
record card (Total mark to be transferred to Coursework Assessment Summary Form).
Transfer the marks to the First Language English Component 4, Coursework Portfolio, Coursework
Assessment Summary Form, in line with the instructions in Section 7.1.5.
Note: Teachers should use these record cards only for candidates who have undertaken coursework as part
of their Cambridge IGCSE.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
31
A copy of the relevant Coursework Assessment Summary Form can be found in the Appendix, and
should be photocopied by Centres, as required.
List the candidates in an order which allows the information to be transferred easily for submission
to Cambridge at a later stage (i.e. in candidate index number order, where this is known). Show the
teaching group or set for each candidate. The initials of the teacher may be used to indicate group or
set.
Transfer each candidates marks from her/his Individual Candidate Record Card to this summary form as
follows:
(a) Enter the marks for writing (out of 40) and reading (out of 10 Assignment 3 only) in the relevant
columns.
(b) Enter the total (out of 50) in the column headed Total Mark.
(c) In the column headed Internally Moderated Mark, enter the mark (out of 50) awarded after internal
moderation took place. Leave blank if not applicable. See Section 7.1.2 for information about internal
moderation.
Both the teacher/moderator completing the form and, where applicable, the internal moderator(s) must
check the form, and complete and sign the bottom portion.
The total marks, or where applicable the internally moderated marks for all candidates, should be
submitted to Cambridge separate to the despatch for the moderator. The final dates, sample sizes and
methods for submitting these internally assessed marks are detailed in the Cambridge Administrative
Guide.
the candidates work with the corresponding completed Individual Candidate Record Cards. Only
send the work required for the sample
the completed Coursework Assessment Summary Form(s), with an asterisk (*) against the
candidates names who are in the sample
the total marks, internally moderated where appropriate, for all candidates.
Send the required materials and work to Cambridge, to arrive by the final advertised date in the
timetable. Do not wait until the end of the assessment period before sending these items.
32
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
The candidate talks for about 34 minutes on a single topic or theme selected by the candidate prior
to the test. The talk should be continuous and there should be no need for the teacher/examiner to
intervene. Teachers/examiners only interrupt to ask questions if candidates show no signs of finishing
after about 4 minutes, or to prompt candidates who are finding it difficult to continue.
Candidates need to show that they are able to prepare and organise material, are aware of audience,
and that they can select and employ a range of language devices.
The individual task should be lively and interesting; candidates should therefore prepare a topic in which
they have a personal interest.
Candidates are encouraged to make presentations which are lively, by perhaps incorporating more
creative presentational styles; taking up a voice or presenting a dramatic monologue, for example.
Candidates may bring a cue card (about postcard size) into the examination room, to remind them of
the main points they wish to make. Cue cards should contain a list of points, not continuous sentences.
Candidates may also bring in a limited quantity of illustrative material, which may include maps,
diagrams, statistics, pictures and short articles. A script is not allowed.
Teachers may advise on the suitability of topics, but must not be involved in the preparation of material
for the individual task.
This part of the test is to be assessed using Table A of the assessment criteria, which can be found in
Section 7.2.4.
Part 2 Discussion (67 minutes) (20 marks)
The individual task leads into a conversation with the teacher/examiner about the candidates chosen
topic. The role of the teacher/examiner in this conversation is that of an interested and sympathetic
participant, allowing the candidate every opportunity both to put views forward, and to seek information
and opinions from the teacher/examiner.
During the individual task, teachers/examiners are likely to make notes in order to help them ask
appropriate questions.
Candidates must be prepared to supply additional factual material where appropriate and to express and
defend a point of view. In order to give the candidate every opportunity to do this, questions are of the
tell me more about ..., why? and how? variety, rather than closed questions which may be answered
by yes/no.
Candidates should be encouraged to consider how a conversation might develop around their chosen
topic; if they cannot think of six questions they could be asked, the topic is unlikely to be easy to
discuss.
Candidates should not be made to feel embarrassed about expressing viewpoints that are not those of
the teacher/examiner. The teacher/examiner may wish to ask questions about those views, but must
not be antagonistic towards the candidate.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
33
The teacher/examiner should normally allow 67 minutes for each candidate. If a candidate dries
up after a few minutes, the teacher/examiner should keep trying to make conversation so that the
candidate is given every opportunity to do themselves justice. Teachers/examiners should be ready to
explore another aspect of the topic if candidates are obviously out of their depth. Questions should be
rephrased (rather than repeated) in an attempt to continue the dialogue.
Teachers/examiners should beware of talking too much and of candidates being given credit for what
the teacher/examiner has actually said. Candidates are responsible for showing that they can converse
adequately; at the same time the teacher/examiner must make sure the candidate is given every
opportunity to converse by following up any opening given.
This part of the test is to be assessed using Table B of the assessment criteria, which can be found in
Section 7.2.4.
T imetabling
The speaking and listening tests take place in the two months before the main examination period,
as notified on the timetable. Each Centre will decide on a convenient time within this period for its
tests.
To allow sufficient time for moderation, please keep to the dates given for completing the speaking
and listening tests, conducting internal moderation where applicable, and for sending recordings and
marks to Cambridge.
Marking instructions (see Section 7.2.3) and the Oral Examination Summary Form (in the Appendix)
for conducting and assessing the speaking and listening test must be photocopied as required.
The Centre must provide its own CDs (for the recording of the test for external moderation) and
these must be of good quality. (Note that it is permissible to use audio cassettes, but the use of CDs
and digital recording equipment is strongly preferred.)
Appointment of teacher/examiner(s)
Each Centre selects its own examiner. This is usually a teacher from within the English department,
but could be someone local from outside the Centre.
The teacher/examiner conducts and assesses the test and submits a recorded sample for
moderation by Cambridge.
To make it easier to keep a common standard, there should be only one teacher/examiner per
Centre.
Before the start of the examination period, Centres with large numbers of candidates (more than 30)
must get agreement from Cambridge to use additional teachers/examiners.
34
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Examination conditions must be in place in the area where the tests take place. A supervisor must
be present outside the examination room to make sure that candidates leaving the room do not
communicate with those waiting to enter. Candidates may bring a cue card (about postcard size)
into the examination room to remind them of the main points they wish to make. Cue cards should
contain a list of points, not continuous sentences. Candidates may also bring with them a limited
quantity of illustrative material, which may include maps, diagrams, statistics, pictures and short
articles. Candidates are not allowed to have a script, nor are they allowed to consult dictionaries.
Requests for special consideration must be made on the special consideration forms supplied to the
Centre, and returned to Cambridge as indicated.
Candidates must be examined on their own. No other person should be present during the test, with
the exception of another teacher/examiner, the moderator, or an officer from Cambridge.
The teacher/examiner should be positioned so that they face the candidate when they enter the
room, with a table between the teacher/examiner and the candidate. Do not allow candidates to sit
in a position where they can see what the teacher/examiner is writing on the mark sheets, as this
can be distracting.
A good teacher/examiner tries to put candidates at ease and sends candidates out of the
examination smiling, no matter how good or bad their performance. The use of expressions such as
very good, which a candidate may interpret as comments on performance, should, however, be
avoided.
Other recommendations for teacher/examiners: do not walk about or distract candidates in any way
(e.g. by doodling or fiddling with papers); always appear interested, even in mundane matters; never
show undue surprise, impatience or mockery; never correct a candidate.
Recording of candidates
Each teacher/examiner must record the speaking and listening test for all candidates they examine.
Centres must check well in advance that a suitably quiet room is available and that their recording
equipment is working. Please avoid rooms that are too close to a playground, recreation room or
noisy classroom. Unnecessary background noise must be excluded.
The recording equipment and the CD(s) should be tested in situ before the actual test, ideally with
one of the candidates. It is essential that new unrecorded CDs are used. These must be supplied by
the Centre. A recorder with external microphones is recommended so that separate microphones
can be used for the candidate and the teacher/examiner. If only one microphone is used, it should
be placed facing the candidate. With a softly-spoken candidate, the microphone should be placed
nearer to the candidate before the start of the test. Please do not adjust the volume control during
an examination.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
35
Once a test has begun, do not interrupt the recording. On no account should you stop and re-start
the recording during a test. The contents of each CD must be clearly labelled. Before the CD is sent
to Cambridge, make spot checks to ensure every candidate can be clearly heard.
For Centres using cassette tapes, in addition to the above, the recording should begin at the start of
side 1. Care should be taken to avoid long gaps and extraneous noise. Both sides of each cassette
should be used before beginning a new cassette. At the end of the recording on each side of the
cassette, the teacher/examiner states: No further recordings on this side. Cassettes should be
rewound to the start of side 1 before they are sent to Cambridge.
Forms required for submission to Cambridge are available in the Appendix, and should be photocopied
by Centres, as required.
The total mark for the two parts to the test must be based on how the assessment criteria have been
met.
The teacher must mark each candidates test out of a total of 30, in line with the assessment criteria in
Section 7.2.4. The total mark for the test is divided into 10 marks for speaking on Part 1 (Individual task),
and 10 marks for speaking and 10 marks for listening on Part 2 (Discussion).
Internal moderation
If more than one teacher/examiner is used within a Centre, it is essential that the marks for each
strand of the assessment criteria are moderated internally for the whole Centre. This means that
the marks awarded to all candidates within a Centre must be brought to a common standard by the
teacher responsible for co-ordinating the internal assessment (i.e. the internal moderator). A single valid
and reliable set of marks should be produced which reflects the relative attainment of all the candidates
in the test at the Centre. If the marking of any teacher is found to be lenient or severe, it should be
adjusted to bring it into line with the rest of the Centres marking. If the internal moderator cannot agree
the rank order of the candidates in any teaching set, the work of that set must be remarked.
36
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
You are encouraged to use the full range of marks, bearing in mind that it is not necessary for a
candidate to give a faultless performance for maximum marks to be awarded within any single category.
Within any band, marks should be awarded on a best-fit basis. Thus, compensation between higher
and lower achievement for different aspects is acceptable.
Above all else, be consistent in your marking. If you are unsure of the mark to award, err on the side of
generosity. Cambridges external moderation process allows for adjustments to be made to consistently
harsh or generous marking.
Table A: Band descriptions for Component 5, Part 1 Individual task (10 marks)
Band 1
910 marks
Full and well organised use of content; lively delivery sustaining audience interest;
employs a wide range of language devices (e.g. tone, irony, emphasis) accurately
and sometimes eloquently.
Band 2
78 marks
Sound use of content; delivery may occasionally be stilted, but audience interest is
generally maintained; employs a good range of language devices (e.g. tone, irony,
emphasis) soundly.
Band 3
56 marks
Band 4
34 marks
Band 5
12 marks
Content is mostly undeveloped and/or very thin; delivery is weak and the audience
is generally lost; not able to use language devices (e.g. tone, irony, emphasis) or
devices used with serious error.
Band 6
0 marks
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
37
38
Listening
Band 1
910 marks
Band 1
910 marks
Band 2
78 marks
Band 2
78 marks
Band 3
56 marks
Band 3
56 marks
Band 4
34 marks
Band 4
34 marks
Band 5
12 marks
Band 5
12 marks
Band 6
0 marks
Band 6
0 marks
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
A copy of the Oral Examination Summary Form is provided in the Appendix, and should be photocopied
by Centres, as required.
List the candidates in an order which allows the information to be easily submitted to Cambridge at a
later stage (i.e. in candidate index number order, where this is known). Give a brief description of each
candidates individual task (e.g. Human Rights, Hockey, etc.) in the column provided.
Enter the marks for the individual task and the discussion (speaking and listening) in the relevant
columns.
Add the marks and enter the total (out of 30) in the column headed Total Mark.
In the column headed Internally Moderated Mark, enter the mark (out of 30) awarded after any internal
moderation took place. Leave blank if not applicable. See Section 7.2.3 for information about internal
moderation.
Both the teacher/examiner completing the form and, where applicable, the internal moderator(s) must
check the form, and complete and sign the bottom portion.
The total marks, or where applicable the internally moderated marks for all candidates, should be
submitted to Cambridge separate to the despatch for the moderator. The final date, sample sizes and
methods for submitting these internally assessed marks are detailed in the Cambridge Administrative
Guide.
the recording of candidates work, and only candidates required for the sample, with the
corresponding completed Oral Examination Summary Form. On this form place an asterisk (*)
against the candidates names who are in the sample
the total marks, internally moderated where appropriate, for all candidates.
Send the required materials and marks to Cambridge, to arrive by the end of the examination period as
advertised in the timetable. Do not wait until the end of the assessment period before sending these
items.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
39
This is usually a teacher from within the English department, but could be someone local from
outside the Centre.
The teacher/moderator conducts and assesses the activities and submits a recorded sample for
moderation by Cambridge.
To make it easier to keep a common standard, there should only be one teacher/moderator per
Centre.
Before the submission of samples, Centres with large numbers of candidates (more than 30) must
get agreement from Cambridge to use additional teachers/moderators.
Recording of candidates
Centres must provide a suitably quiet room and check that their recording equipment is working.
Please avoid rooms that are too close to a playground, recreation room or noisy classroom.
Unnecessary background noise must be excluded.
The recording equipment and the CD(s) should be tested in situ before the activity, ideally with one
of the candidates. It is essential that new unrecorded CDs are used. These mut be supplied by the
Centre. A recorder with external microphones is recommended so that separate microphones can
be used for the candidate and the teacher/moderator. If only one microphone is used, it should
be placed facing the candidate. With a softly-spoken candidate, the microphone should be placed
nearer to the candidate before the start of the recording. Please do not adjust the volume control
during a recording. (Note that it is permissible to use audio cassettes, but the use of CDs and digital
recording is strongly preferred.)
40
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Once a recording has begun, do not interrupt the recording. On no account should you stop and
re-start the recording during an activity. The contents of each CD must be clearly labelled. Before the
CD is sent to Cambridge, make spot checks to ensure every candidate can be clearly heard.
For Centres using cassette tapes, in addition to the above, the recording should begin at the start of
side 1. Care should be taken to avoid long gaps and extraneous noise. Both sides of each cassette
should be used before beginning a new cassette. At the end of the examining on each side of the
cassette, the teacher/moderator states: No further recordings on this side. Cassettes should be
rewound to the start of side 1 before they are sent to Cambridge.
Forms required for submission to Cambridge are available in the Appendix, and should be copied by
Centres, as required.
Individual tasks may be awarded marks/grades in whatever way is most appropriate for teachers and
candidates. However, the total mark for the tasks must be based on how the assessment criteria have
been met. This total mark must reflect how achievement has varied across the different tasks, and how
performance has varied across the assessment criteria for each task. Assessment, therefore, usually
involves balancing strengths and weaknesses in the candidates work overall. For this reason, the total
mark is not necessarily a mathematical calculation based on marks/grades awarded to individual tasks.
The teacher must mark each candidates coursework out of a total of 30, in line with the assessment
criteria in Section 7.3.3. The total mark for the coursework is divided into 10 marks for speaking on Task
1 (Individual activity), 5 marks for speaking and 5 marks for listening on Task 2 (Pair-based activity) and
10 marks for speaking and listening on Task 3 (Group activity).
Incomplete coursework
If one task is not included in the submission, one third of the total mark should be deducted.
Internal moderation
Internal moderation should take place for Centres with more than one teacher/moderator. It is
essential that the marks for each strand of the assessment criteria of candidates from different
teaching groups within each Centre are moderated internally for the whole Centre. This means
that the marks awarded to all candidates within a Centre must be brought to a common standard by the
teacher responsible for co-ordinating the internal assessment (i.e. the internal moderator). A single valid
and reliable set of marks should be produced, which reflects the relative attainment of all the candidates
in the speaking and listening coursework component at the Centre. If the marking of any teacher is
found to be lenient or severe, it should be adjusted to bring it into line with the rest of the Centres
marking. If the internal moderator cannot agree the rank order of the candidates in any teaching set, the
work of that set must be remarked.
You are encouraged to use the full range of marks, bearing in mind that it is not necessary for a
candidate to give a faultless performance for maximum marks to be awarded within any single category.
Within any band, marks should be awarded on a best-fit basis. Thus, compensation between higher
and lower achievement for different aspects is acceptable.
Above all else, be consistent in your marking. If you are unsure of the mark to award, err on the side of
generosity. Cambridges external moderation process allows for adjustments to be made to consistently
harsh or generous marking.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
41
Table A: Band descriptions for Component 6, Task 1 Individual Activity (10 marks)
42
Band 1
910 marks
Full and well organised use of content; lively delivery sustaining audience interest;
employs a wide range of language devices (e.g. tone, irony, emphasis) accurately
and sometimes eloquently.
Band 2
78 marks
Sound use of content; delivery may occasionally be stilted, but audience interest is
generally maintained; employs a good range of language devices (e.g. tone, irony,
emphasis) soundly.
Band 3
56 marks
Band 4
34 marks
Band 5
12 marks
Content is mostly undeveloped and/or very thin; delivery is weak and the audience
is generally lost; not able to use language devices (e.g. tone, irony, emphasis) or
devices used with serious error.
Band 6
0 marks
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Table B: Band descriptions for Component 6, Task 2 Pair-based Activity (10 marks)
For Task 2, separate marks for each category (speaking, listening) should be arrived at.
Speaking
Listening
Band 1
5 marks
Band 1
5 marks
Band 2
4 marks
Band 2
4 marks
Band 3
3 marks
Band 3
3 marks
Band 4
2 marks
Band 4
2 marks
Band 5
1 mark
Band 5
1 mark
Band 6
0 marks
Band 6
0 marks
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
43
Table C: Band descriptions for Component 6, Task 3 Group Activity (10 marks)
44
Band 1
910 marks
Can argue ideas and opinions in persuasive detail without dominating the rest of the
group; adept at acting as group leader; usefully refers back to previous points; always
looks to suggest new approaches and to move forward; listens sympathetically and
considers the views of others fully.
Band 2
78 marks
Can argue ideas and opinions soundly but may at times overshadow other members
of the group; is capable of leading the group but with only partial assurance; refers
back to previous points soundly but not entirely successfully; recognises the need to
suggest new approaches but implements this only partially; listens with a degree of
sympathy for others views but has a tendency to interrupt at times.
Band 3
56 marks
Frequent but generally brief contributions are made; generally accepts a position of
group member rather than facilitator/leader; makes occasional reference to previous
points; may help to support new approaches but rarely initiates them; listens
carefully and responds briefly but appropriately to others.
Band 4
34 marks
Brief and infrequent contributions are made; plays a limited part in the group; cannot
make use of previous points; follows the general drift of the discussion but struggles
to support new approaches; listens inconsistently and may even drift away from the
discussion.
Band 5
12 marks
May only make one or two contributions or may offer mostly inappropriate
contributions; plays no real role in group membership; is largely ignorant of previous
points; does not offer support for new approaches; may appear to listen but shows
little evidence of listening.
Band 6
0 marks
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
A copy of the relevant Individual Candidate Record Card is provided in the Appendix, and should be
photocopied by Centres, as required.
Mark the coursework tasks for each candidate according to the assessment criteria provided in Section
7.3.3.
Enter a description of each of the three coursework tasks (individual activity, pair-based activity and
group activity) and the mark for each task in the appropriate spaces.
Add the marks for the three tasks and enter the mark (out of 30) in the Total Mark box on the record card.
Transfer the marks to the First Language English Component 6, Speaking and Listening Coursework
Assessment Summary Form in line with the instructions in Section 7.3.5.
Retain all Individual Candidate Record Cards and samples of recorded coursework.
Note: Teachers should use these record cards only for candidates who have undertaken coursework as part
of their Cambridge IGCSE.
A copy of the relevant Speaking and Listening Coursework Assessment Summary Form can be found in
the Appendix, and should be photocopied by Centres, as required.
List the candidates in an order which allows the information to be transferred easily for submission
to Cambridge at a later stage (i.e. in candidate index number order, where this is known). Show the
teaching group or set for each candidate. The initials of the teacher may be used to indicate group or
set.
Transfer each candidates marks from their Individual Candidate Record Card to this form as follows:
(a) Enter the marks for the individual activity (Task 1), the pair-based activity (Task 2) and the group
activity (Task 3) in the relevant columns.
(b) Add the marks and enter the total (out of 30), in the column headed Total Mark.
(c) In the column headed Internally Moderated Mark, enter the mark (out of 30) awarded after any
internal moderation took place. Leave blank if not applicable. See Section 7.3.2 for information about
internal moderation.
Both the teacher/moderator completing the form and, where applicable, the internal moderator(s) must
check the form, and complete and sign the bottom portion.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
45
The total marks, or where applicable the internally moderated marks for all candidates, should be
submitted to Cambridge separate to the despatch for the moderator. The final date, sample sizes and
methods for submitting these internally assessed marks are detailed in the Cambridge Administrative
Guide.
the recordings of Task 1 and Task 2, and only candidates required for the sample, with the
corresponding completed Coursework Assessment Summary Form. On this form place an asterisk
(*) against the candidates names who are in the sample
the total marks, internally moderated where appropriate, for all candidates.
Send the required materials and marks to Cambridge, to arrive by the end of the examination period
as detailed in the timetable. Do not wait until the end of the assessment period before sending these
items.
46
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Other information
8.
Other information
Language
This syllabus and the associated assessment materials are available in English only.
Entry codes
To maintain the security of our examinations we produce question papers for different areas of the world,
known as administrative zones. Where the component entry code has two digits, the first digit is the
component number given in the syllabus. The second digit is the location code, specific to an administrative
zone. Information about entry codes, examination timetables and administrative instructions can be found in
the Cambridge Guide to Making Entries.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
47
9.
Prior learning
Candidates in England who are beginning this course should normally have followed the Key Stage 3
programme of study within the National Curriculum for England.
Other candidates beginning this course should have achieved an equivalent level of general education.
Progression
Cambridge International Level 1/Level 2 Certificates are general qualifications that enable learners to
progress directly to employment, or to proceed to further qualifications.
This syllabus provides a foundation for further study at Levels 2 and 3 of the National Qualifications
Framework, including GCSE, Cambridge International AS and A Level, and Cambridge Pre-U qualifications.
Candidates who are awarded grades A* to C are well prepared to follow courses leading to Level 3
qualifications such as GCE AS and A Level English Language, or the Cambridge International AS and A Level
in English Language or the equivalent.
48
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Overlapping qualifications
Every qualification is assigned to a national classification code indicating the subject area to which it belongs.
Candidates who enter for more than one qualification with the same classification code will only have one
grade (the highest) counted for the purpose of the school and college performance tables. Centres may
wish to advise candidates that, if they take two qualifications with the same classification code, colleges are
very likely to take the view that they have achieved only one of the two qualifications. Candidates who have
any doubts about their subject combinations should seek advice, either from their centre or the institution to
which they wish to progress.
Key Skills
This syllabus provides opportunities for learners to develop the following Key Skills at Level 1 and/or Level 2:
Communication
Information technology
Problem solving.
The extent to which this evidence fulfils the Key Skills criteria at these levels will be totally dependent on
the style of teaching and learning. Further information on Key Skills can be found on the Ofqual website
www.ofqual.gov.uk
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
49
Appendix
10. Appendix
10.1 Forms for Components 4, 5 and 6
50
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Centre Name
Candidate Name
June/November
Teaching Group/Set
Date of
completion
**A copy of all texts used for assignment 3 must be included in the sample sent
to the moderator.
Mark for writing (out of 40)
Mark for reading (out of 10)
(Assignment 3 only)
Total mark (out of 50):
to be transferred to Coursework
Assessment Summary Form
WMS309
0500/04/NCW/I/15
0522/04/NCW/I/15
51
Appendix
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Appendix
52
FIRST LANGUAGE ENGLISH Component 4: Coursework Portfolio
Coursework Assessment Summary Form
Cambridge IGCSE 2015
Please read the instructions contained in this section and the relevant section of the Cambridge Handbook before completing this form.
Centre Number
Candidate
Number
Candidate Name
Centre Name
June/November
Teaching
Group/Set
Mark for
Writing
(max 40)
Mark for
Reading
(max 10)
Total
Mark
(max 50)
Signature
Date
Signature
Date
WMS310
Internally
Moderated Mark (if
appropriate)
(max 50)
0500/04/NCW/I/15
0522/04/NCW/I/15
Brief
description of
topic
June/November
Individual
Task
(max 10)
Discussion
Speaking
(max 10)
Listening
(max 10)
Total
Mark
(max 30)
Internally
Moderated
Mark (if
appropriate)
(max 30)
Signature
Date
Signature
Date
WMS070
For
Cambridge
External
Moderators
Use
0500/05/CWS/15
0522/05/CWS/15
53
Appendix
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Candidate
Number
Centre Name
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Appendix
54
FIRST LANGUAGE ENGLISH Component 6: Speaking and Listening Coursework
Individual Candidate Record Card
Cambridge IGCSE 2015
Please read the instructions contained in this section and in the relevant section of the Cambridge Handbook before completing this form.
Centre Number
Centre Name
June/November
Candidate Number
Candidate Name
Teaching Group/Set
Description of task
Task 1
Individual Activity
(max 10)
Speaking
(max 5)
Task 2
Pair-based Activity
Listening
(max 5)
Task 3
Group Activity
(max 10)
TOTAL MARK (OUT OF 30):
to be transferred to Coursework
Assessment Summary Form
WMS311
0500/06/CW/I/15
0522/06/CW/I/15
June/November
Candidate Name
Task 1
Teaching
Group/Set
(max 10)
Task 2
Speaking
(max 5)
Task 2
Listening
(max 5)
Task 3
Total mark
(max 10)
(max 30)
Signature
Date
Signature
Date
WMS312
Internally
moderated
mark (if
appropriate)
(max 30)
0500/06/CW/S/15
0522/06/CW/S/15
55
Appendix
Cambridge IGCSE First Language English 0500/0522. Syllabus for examination in 2015.
Candidate
Number
Centre Name
*6472789620*